Lesson 10 Data Report - Biopac

©BIOPAC Systems, Inc. L10 – EOG-I Page P-17
ELECTROOCULOGRAM
EOG
DATA REPORT
Student’s Name:
Lab Section:
Date:
I. Data and Calculations
Subject Profile
Name:
Height:
Age: Gender: Male / Female Weight:
A. Pendulum Tracking—Complete Table 10.1.
Note: Your data may have more or fewer cycles than the 7 allotted in the tables.
Table 10.1 Pendulum Tracking vs. Simulation Tracking (using Horizontal data)
Cycle
1
2
3
4
5
6
7
Pendulum
Simulation
B. Vertical Tracking—Complete Table 10.2.
Table 10.2 Vertical Tracking vs. Simulation
Cycle
1
2
3
4
5
6
Real Object
Simulation
7

Page P-18 L10 – EOG-I Biopac Student Lab 4
C. Saccades—Complete Table 10.3.
Table 10.3 Saccades
Measurement
Read Silently 1
1 st line 2 nd line
Read Silently 2
1 st line 2 nd line
Read Aloud
1 st line 2 nd line
Number of words
Number of saccades
Time interval between
saccades
#1
#2
#3
#4
#5
#6
#7
#8
#9
Average time interval
between saccades
(Calculate)
II.
Questions
D. Focusing a camera changes the distance between the lens and the film. Does the eye focus by changing the distance
between the lens and the retina? Explain your answer.
__________________________________________________________________________________________
__________________________________________________________________________________________
E. Define the following terms:
Cone
Rod
Fovea
Visual Field
Visual Fixation
Saccade / Microsaccade
F. Why is vision in darkness more effective when focusing away from the fovea rather than focusing directly on the fovea?

©BIOPAC Systems, Inc. L10 – EOG-I Page P-19
G. Explain the difference between “voluntary fixation” and “involuntary fixation”:
H. Examine the data in Table 10.1 and answer the following questions
a.) Did the amplitude continue to decrease with each successive swing cycle during pendulum tracking? Explain
b.) Did the amplitude continue to decrease with each successive swing cycle during simulated pendulum tracking?
Explain
c.) Did the time interval (period) of each successive swing cycle increase, decrease, or remain constant during
pendulum movement? Explain
d.) Did the time interval (period) of each successive swing cycle increase, decrease, or remain constant during
simulated movement? Explain
e.) Are the waveform shapes different between tracking and simulated tracking data? Explain
I. Examine the data in Table 10.2 and answer the following questions:
a.) Do the cycle amplitudes increase, decrease, or remain constant during vertical tracking? Explain
______________________________________________________________________________________
b.) Do the cycle amplitudes increase, decrease, or remain constant during simulated vertical tracking? Explain
______________________________________________________________________________________
c.) Do the cycle periods increase, decrease, or remain constant during vertical tracking? Explain
______________________________________________________________________________________
d.) Do the cycle periods increase, decrease, or remain constant during simulated vertical tracking? Explain
______________________________________________________________________________________
e.) Are the waveform shapes different between vertical tracking and simulated vertical tracking data? Explain
______________________________________________________________________________________
J. Examine the data in Table 10.3 and answer the following questions:
a.) Did the number of saccades match the number of words for each line? Explain any differences.
______________________________________________________________________________________

Page P-20 L10 – EOG-I Biopac Student Lab 4
b.) Is the average time interval between saccades different when reading an easy passage vs. a challenging passage?
Explain
c.) Is the average time interval between saccades different when reading the same passage silently vs. aloud?
________________________________________________________________________________________
d.) Are the waveform shapes different between Read Silently 2 and Read Aloud data? Explain
_________________________________________________________________________________________
K. Name the cranial nerves tested and the extraocular muscles tested when the subject is asked to follow the eraser on a
pencil when moved in a one foot circle, two feet from face.
Cranial Nerves
Extraocular Muscles
L. Define corneal–retinal potential (CRP) and explain its relation to electrooculography and the electrooculogram.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________________________________________________

©BIOPAC Systems, Inc. L10 – EOG-I Page P-21
III. OPTIONAL Active Learning Portion
A. Hypothesis
B. Materials
C. Method
D. Set Up
E. Experimental Results
End of Lesson 10 Data Report

Page P-22 L10 – EOG-I Biopac Student Lab 4
Sample Readings
Easy:
You put your right foot in, you put your
right foot out, you put your right foot in
and you shake it all about. You do the
Hokey Pokey and you turn yourself around,
that’s what it’s all about!
Difficult:
O proud left foot, that ventures quick
within, then soon upon a backward journey
lithe. Anon, once more the gesture, then
begin: Command sinistral pedestal to
writhe. Commence thou then the fervid
Hokey Poke. A mad gyration, hips in wanton
swirl. To spin! A wilde release from
heaven’s yoke, Blessed dervish! Surely
canst go, girl. The Hoke, the Poke –
banish now thy doubt. Verily, I say, ‘tis
what it’s all about.